A brilliant and comprehensive analysis of Freire’s work, as can be found in this book, certainly ﬁtted a series that attempted to address and demonstrate how scholars, working in the ﬁelds of cultural studies and critical pedagogy, might join together in a radical project and practice informed by theoretically rigorous discourses that afﬁrm the critical but refuse the cynical, and establish hope as central to a critical pedagogical and political practice but eschew a romantic utopianism. Central to such a project is the issue of how pedagogy might provide cultural studies theorists and educatorswith an opportunity to engage pedagogical practices that are not only trans-disciplinary, transgressive, and oppositional, but also connected to a wider project designed to further racial, economic, and political democracy. By taking seriously the relations between culture and power, works such as this book, which deals with not only a critical exposition of Freire’s work but also the task of reinventing Freire’s concepts in diverse international contexts and learning settings (involving parents’ circles, workers’ education institutions, community learning centres and museums), further the possibilities of resistance, struggle, and change.

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